Assistive technologies, educational engagement and psychosocial outcomes among students with disabilities in higher education

Abstract

Purpose: Increasing numbers of students with disabilities are accessing higher education each year, yet little is known about their assistive technology (AT) needs and its influence on relevant outcomes. The aim of this study was to examine met/unmet AT needs on educational engagement, academic self-efficacy and well-being and the impact of AT use in the areas of competence, adaptability and self-esteem for students with disabilities in higher education in Ireland. Methods: One hundred and eleven students with disabilities completed a cross-sectional online survey comprising the College Learning Effectiveness Inventory, the Student Course Engagement Questionnaire, the Self-Efficacy for Learning Form Abridged, the Psychosocial Impact of Assistive Devices Scale, and the Warwick-Edinburgh Mental Well-Being Scale. Results: AT use was found to have a positive psychosocial impact in the areas of competence, adaptability and self-esteem. Those whose AT needs were fully met scored significantly higher on academic selfefficacy, well-being, and on 4 of the 10 educational engagement subscales compared to those who had unmet AT needs. Met/unmet AT needs were not predictive of educational engagement. Conclusion: These findings highlight the importance of AT from both educational engagement and psychosocial perspectives for students with a wide variety of disability diagnoses. The wide-reaching benefits of AT must be considered by governmental departments when making funding allocations to disability services within higher education institutions. ä IMPLICATIONS FOR REHABILITATIONStudents with disabilities can face many additional challenges within the higher education environment. Findings from this research show that access to appropriate assistive technology can support students' educational engagement, increase well-being and academic self-efficacy and have a positive impact in the areas of competence, adaptability and self-esteem. Disability and Assistive Technology Officers in higher education should be cognizant of both the educational and psychological benefits of assistive technology across diverse students with various disability diagnoses. Policy makers should consider the wide-reaching benefits of assistive technology when making funding allocations to higher education institutions.

Evaluating the impact of educational technology on learning outcomes in the higher education sector: a systematic review

“…The importance of assistive technologies (AT) in supporting students with disabilities in higher education further illustrates the broad impact of technology on learning outcomes. McNicholl, Desmond, and Gallagher (2023) demonstrate that AT use supports educational engagement, increases well-being and academic self-efficacy, and positively impacts competence, adaptability, and self-esteem. These findings highlight the critical role of AT in ensuring equitable access to education and supporting diverse learner needs, thereby enhancing learning outcomes for students with disabilities.…”

“…Moreover, the importance of assistive technologies (AT) in supporting students with disabilities in higher education cannot be overstated. McNicholl, Desmond, and Gallagher (2023) found that AT use not only supports educational engagement but also increases well-being, academic self-efficacy, and has a positive impact on competence, adaptability, and self-esteem. This research highlights the critical role of AT in ensuring equitable access to education and supporting diverse learner needs.…”

“…This study employs a survey method with a causal technique to analyze the effect of educational technology on learning independence, suggesting that the strategic use of technology in learning facilities can significantly influence student learning autonomy in technical education. In the context of students with disabilities, McNicholl, Desmond, and Gallagher (2023) examine the impact of assistive technologies (AT) on educational engagement, academic self-efficacy, and well-being. Their findings indicate that AT use has a positive psychosocial impact, enhancing competence, adaptability, and self-esteem.…”

El impacto de las TIC en el alumnado con discapacidad en la Educación Superior. Una revisión sistemática (2010-2020).

“…Debemos tener en cuenta que esta falta de accesibilidad a dichos recursos puede constituir además un elemento de segregación, aumentar la brecha digital o la exclusión social (Zubillaga del Río, 2010). Es necesario, por tanto, tener en cuenta cómo adaptar el currículo para este alumnado (Lorenzo, Lledó, Arraez, Lorenzo-Lledó & Gómez Puerta, 2017), ya que no sólo se deben utilizar estar herramientas para realizar trabajos o para comunicarse, sino que también deben servir como apoyo y permitir la accesibilidad del alumnado (Pastor & Zubillaga del Río, 2012) para favorecer su bienestar y autoestima (McNicholl, Desmond & Gallagher, 2020), así como, para brindar la igualdad de oportunidades de los estudiantes (Kurt et al, 2016).…”

Improving User Experience of Assistive Technology Through Codesign and 3D Printing: A Case Study from Cancer Treatments

“…Its main goal is to enhance the wellbeing of an individual by increasing the autonomy level within the daily life context. The use of these products is aimed not only to increase a specific functional ability but also to enhance the users' social inclusion [1]. However, the innovation of these products is mainly driven by technology, ergonomics, and their technical feasibility, resulting in a limited users' engagement during the design process.…”